PS1 - All living and nonliving things are composed of matter having characterisitic properties that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristic properties of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristic properties (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Class 2. Duration 50min/1 period
Brief discussion about findings in previous class. Introduction to the solid state of Matter. Class will read pages 42-44 in book together, highlighting and discussing important information about solids where necessary. Class will then discuss particles in an solid and use clay to mold their own shape. Discuss why the clay keeps its shape and why its not moving.
Opportunities to Learn:
Depth of Knowledge:
Level 1 and 2. Students will recall what they had discussed about solids from the previous class. Using the reading they will identify patterns in what they have learned and compare it to their prior understandings. Students will construct their own atom and use it identify patterns in a solid. Using the model, students will be able to specify properties.
Prerequisite Knowledge:
Introduction to Matter (previous unit). Includes describing and measuring Matter. Students should have learned the properties that are used to describe Matter and changes in Matter, physical and chemical.
Plans for Differentiating Instruction:
"B" group read pages 8-9 in "Matter,Matter,Everywhere." Tactile learners will benefit from modeling an atom with clay. Visual/non-verbal learners will benefit from learning from the model. Whole class questioning and reading the text aloud will assist auditory learners.
Accommodations and modifications
Scaffold reading. Students will get help from the resource teacher if needed. Frequent teacher check-in if students need more help with understanding the concept a lab on classifying everyday things into solids, liquids, and gases will be completed.
Environmental factors
Materials:
Textbook, smartboard/easel, glass salt shaker,salt,molding clay
Objectives:
Students will be able to distinguish and discuss the physical properties of solids.
Students will learn about the characteristics of a solid and particle movement.
Students will create their own atom using clay.
Instruction:
Opening:
Display chart from yesterday on easel. Review students' ideas that were shared in class and discuss briefly.
Teacher asks "Which is the easiest to hold in your hands - a small rock, 100mL of water, or the Helium from a balloon?" (a rock because itkeeps its shape) "Which is the most difficult?" (Helium because it cannot be seen or felt).
Engagement:
Read short excerpt (pages 42-44) about solids together in textbook. Compare reading to the students observations from previous class. Teacher tells students that solids have definite shapes and volumes. "How are the particles of a solid arranged?" (They are packed very closely together and tightly fixed in one position) " What causes a solid to have a definite shape and volume?" (The arrangement of particles). Teacher tells students that the volume of an object depends on its length, width, and height. Asks"Why would an object with a definite shape also have definite volume? (The dimensions of the object do not change, so its volume stays the same). Teacher models particles in a solid by taking an empty glass salt shaker, filling it to the top with salt, covering it and tapping it on the desktop. Students will be able to see how closely packed the particles get by the extra room there is at the top of the shaker. Students also learn that particles do not move around each other because they can "unmold" it to observe grains. After the students discuss particle movement of a solid they will use clay to mold a shape.
Please attach your highlighted version of the reading assignment.
Arrange you questions as bullets so they are more readable.
What will your instructions be for the modeling activity? What will students be doing and why? In your objectives, you say they will be modeling atoms (which are mostly empty space). Here, you are saying they will "mold a shape." What will these projects look like? Will each student do this or will they work in groups? Are there cautions? Will the clay stain their clothes? How will student obtain and put away their clay?
Teacher asks students about their clay model and why they think it is not moving, why it holds its shape, etc.
Teacher makes notes on board from what students share and relate it to the reading. What do students do? Should they write these notes down too?
Assessment:
Informal discussion about students observations from prior class and what they learned today on solids. Oral questioning about salt shaker and clay model, relating it to reading and prior knowledge.
What questions will you ask? What understandings are you looking for?
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Context of Lesson:
Class 3. Duration 50 min/1period.
Review what we have learned so far about the solid state of Matter. Adressing (sic) prior beliefs and recalling what we read yesterday.
Lab Activity, using soda bottle and antacid. Display 3 column chart of States of Matter. Begin to fill in "solids" as a class. Students copy chart in notebook. This doesn't make sense. Describe what students will be doing and why in a paragraph.
Opportunities to Learn:
Depth of Knowledge:
Level 1 and 2. Recalling prior ideas about solids. Experimenting with the States of Matter to distinguish one from another. This doesn't sound like DOK 1 Graphing concepts. Prerequisite Knowledge:
Students will have to know what was addressed in the class prior about Matter. Students will also have to learn about lab safety and lab procedures. Plans for Differentiating Instruction:
"A" group students will work alone or with partners for lab. "B" group students will use whole class to complete lab. Can you explain the difference between A and B groups? Accommodations and modifications:
Provide written directions to students who need them. Reword definitions using appropriate vocabulary if extra explanation needed. Provide peer partner or time extension. Peer support if needed. Environmental factors:
Materials:
Lab materials: fizzing antacid tablet, large balloons, plastic soda bottles (1 liter), water, notebook, solid puzzle handout
Objectives:
Students will participate in a Discovery Lab to distinguish the characteristics of the States of Matter.
Students will create their own States of Matter graph in their notebooks. Instruction:
Opening:
Open lesson with question "What did we find out yesterday from molding our clay atoms?" Short discussion on our findings.
Invite students to look at the picture of the volcano in the textbooks. Ask:
"What states of Matter can you identify?"
"How do solids in the poto (sic) differ from liquids and gases?
What will happen to the liquid lava when it cools?" (I added the bullets)
Tell students about the lab and handout the directions while explaining what students will be doing. What will you say?
Engagement:
Students participate in lab entitled "What are Solids, Liquids, and Gases?" (Guided inquiryactivity) Where is this resource? How will students know what to do? Do students know what an operational definition is or how to construct one?
Students will classify examples of different states of matter that they observed. Students will form operational definitions resulting from their observations. What samples will you provide? Will you discussion malleability, i.e. solids such as clay, gold and lead that are easily formed into shapes?Students might think that all solids are rigid.
Closure:
Discuss findings and tell students to write one defintion (sic) to hand in at the completion of class. This instruction needs to be clarified. Definiton of what? As a class, using what was learned,begin to fill in the States of Matter chart and then have the students copy it in their notebooks. What will this look like? You should have your version already done. Are you going to talk about operational definitions at all? How will students check to make sure their work is what you are expecting? Assessment:
Students hand in their "exit ticket" at the end of class ("exit ticket" was to form an operational definition based on experiment). Complete the handout: Solid State Puzzle (homework?).
Lesson Plan
Lesson Title:
The Solid StateState Standards: GLEs/GSEs
PS1 - All living and nonliving things are composed of matter having characterisitic properties that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Class 2. Duration 50min/1 periodBrief discussion about findings in previous class. Introduction to the solid state of Matter. Class will read pages 42-44 in book together, highlighting and discussing important information about solids where necessary. Class will then discuss particles in an solid and use clay to mold their own shape. Discuss why the clay keeps its shape and why its not moving.
Opportunities to Learn:
Depth of Knowledge:
Level 1 and 2. Students will recall what they had discussed about solids from the previous class. Using the reading they will identify patterns in what they have learned and compare it to their prior understandings. Students will construct their own atom and use it identify patterns in a solid. Using the model, students will be able to specify properties.Prerequisite Knowledge:
Introduction to Matter (previous unit). Includes describing and measuring Matter. Students should have learned the properties that are used to describe Matter and changes in Matter, physical and chemical.
Plans for Differentiating Instruction:
"B" group read pages 8-9 in "Matter,Matter,Everywhere." Tactile learners will benefit from modeling an atom with clay. Visual/non-verbal learners will benefit from learning from the model. Whole class questioning and reading the text aloud will assist auditory learners.Accommodations and modifications
Scaffold reading. Students will get help from the resource teacher if needed. Frequent teacher check-in if students need more help with understanding the concept a lab on classifying everyday things into solids, liquids, and gases will be completed.Environmental factors
Materials:
Textbook, smartboard/easel, glass salt shaker,salt,molding clayObjectives:
Students will be able to distinguish and discuss the physical properties of solids.
Students will learn about the characteristics of a solid and particle movement.
Students will create their own atom using clay.
Instruction:
Opening:
Display chart from yesterday on easel. Review students' ideas that were shared in class and discuss briefly.
Teacher asks "Which is the easiest to hold in your hands - a small rock, 100mL of water, or the Helium from a balloon?" (a rock because it keeps its shape) "Which is the most difficult?" (Helium because it cannot be seen or felt).
Engagement:
Read short excerpt (pages 42-44) about solids together in textbook. Compare reading to the students observations from previous class. Teacher tells students that solids have definite shapes and volumes. "How are the particles of a solid arranged?" (They are packed very closely together and tightly fixed in one position) " What causes a solid to have a definite shape and volume?" (The arrangement of particles). Teacher tells students that the volume of an object depends on its length, width, and height. Asks"Why would an object with a definite shape also have definite volume? (The dimensions of the object do not change, so its volume stays the same). Teacher models particles in a solid by taking an empty glass salt shaker, filling it to the top with salt, covering it and tapping it on the desktop. Students will be able to see how closely packed the particles get by the extra room there is at the top of the shaker. Students also learn that particles do not move around each other because they can "unmold" it to observe grains. After the students discuss particle movement of a solid they will use clay to mold a shape.
Please attach your highlighted version of the reading assignment.
Arrange you questions as bullets so they are more readable.
What will your instructions be for the modeling activity? What will students be doing and why? In your objectives, you say they will be modeling atoms (which are mostly empty space). Here, you are saying they will "mold a shape." What will these projects look like? Will each student do this or will they work in groups? Are there cautions? Will the clay stain their clothes? How will student obtain and put away their clay?
This demo might be useful:
http://www.thenakedscientists.com/HTML/content/kitchenscience/exp/jamming-rice/
Closure:
Teacher asks students about their clay model and why they think it is not moving, why it holds its shape, etc.
Teacher makes notes on board from what students share and relate it to the reading. What do students do? Should they write these notes down too?
Assessment:
Informal discussion about students observations from prior class and what they learned today on solids. Oral questioning about salt shaker and clay model, relating it to reading and prior knowledge.
What questions will you ask? What understandings are you looking for?
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Context of Lesson:
Class 3. Duration 50 min/1period.Review what we have learned so far about the solid state of Matter. Adressing (sic) prior beliefs and recalling what we read yesterday.
Lab Activity, using soda bottle and antacid. Display 3 column chart of States of Matter. Begin to fill in "solids" as a class. Students copy chart in notebook. This doesn't make sense. Describe what students will be doing and why in a paragraph.
Opportunities to Learn:
Depth of Knowledge:
Level 1 and 2. Recalling prior ideas about solids. Experimenting with the States of Matter to distinguish one from another. This doesn't sound like DOK 1 Graphing concepts.
Prerequisite Knowledge:
Students will have to know what was addressed in the class prior about Matter. Students will also have to learn about lab safety and lab procedures.
Plans for Differentiating Instruction:
"A" group students will work alone or with partners for lab. "B" group students will use whole class to complete lab. Can you explain the difference between A and B groups?
Accommodations and modifications:
Provide written directions to students who need them. Reword definitions using appropriate vocabulary if extra explanation needed. Provide peer partner or time extension. Peer support if needed.
Environmental factors:
Materials:
Lab materials: fizzing antacid tablet, large balloons, plastic soda bottles (1 liter), water, notebook, solid puzzle handout
Objectives:
Students will participate in a Discovery Lab to distinguish the characteristics of the States of Matter.
Students will create their own States of Matter graph in their notebooks.
Instruction:
Opening:
Open lesson with question "What did we find out yesterday from molding our clay atoms?" Short discussion on our findings.
Invite students to look at the picture of the volcano in the textbooks. Ask:
- "What states of Matter can you identify?"
- "How do solids in the poto (sic) differ from liquids and gases?
- What will happen to the liquid lava when it cools?" (I added the bullets)
Tell students about the lab and handout the directions while explaining what students will be doing. What will you say?Engagement:
Students participate in lab entitled "What are Solids, Liquids, and Gases?" (Guided inquiryactivity) Where is this resource? How will students know what to do? Do students know what an operational definition is or how to construct one?
Students will classify examples of different states of matter that they observed. Students will form operational definitions resulting from their observations. What samples will you provide? Will you discussion malleability, i.e. solids such as clay, gold and lead that are easily formed into shapes? Students might think that all solids are rigid.
Closure:
Discuss findings and tell students to write one defintion (sic) to hand in at the completion of class. This instruction needs to be clarified. Definiton of what? As a class, using what was learned,begin to fill in the States of Matter chart and then have the students copy it in their notebooks. What will this look like? You should have your version already done.
Are you going to talk about operational definitions at all? How will students check to make sure their work is what you are expecting?
Assessment:
Students hand in their "exit ticket" at the end of class ("exit ticket" was to form an operational definition based on experiment). Complete the handout: Solid State Puzzle (homework?).
Reflections
(only done after lesson is enacted)